Chunking In Patient Education

Meetings occurred multiple times this week to address and outline possible methods of education along with developing a plan for implementation. Through dialogue with a preceptor and Chief Nursing Officer, data that had been collected is compiled in pamphlet form to pass out for first education meeting. The pamphlet includes education for staff, education for the patient, patient fall contract, along with appropriate identification of at-risk patients, purposeful rounding, and lastly including pharmacy for medication review.

Low literacy affects many individuals within today’s society. The amount of individuals that are unable to comprehend medication labels, medication regimens, and learning points from discharge teaching is shocking and result in further health related injuries (Koh et al., 2012). Nurses must take the important task of recognizing an individual literacy and comprehension ability before planning the individual’s care plan. The nurse must find out the ways an individual can receive information that

It has grown from a non-educated nurse to one that has to be even more educated to keep up with the fast changing times with diverse topics and culture differences. It is a constant challenge for physicians and nurses to do their best in the fast changing nursing field. As nurses, we have to be constantly upgrading our education. We can’t expect anything to always be the same and to never change. Register nurses today work as a team, they work every day with physicians, pharmacists, speech and occupational therapists, just to name a few. Since nurses are primarily responsible for direct patient care and coordination, I believe that they should not be these educated on the health care

In health care, the nurse holds many responsibilities. The nurse must care for a patient by following the physician’s orders, assessing labs and objective data, in addition to discerning needs for the patient discharge plan. The discharge plan should be initiated soon after the patient is admitted to the hospital. The nurse, along with the interdisciplinary team, will assess the patient needs for returning home, with the nurse providing much of the discharge education. The purpose of this discussion is to choose two learning objectives for the Shadow Health patient Tina Jones. I will describe the teaching methods I would use, discuss how I would evaluate Tina’s learning, and list any possible barriers to learning. I will also relate this to

The first step is for nursing schools, healthcare organizations, and healthcare providers to recognize the existence and significance of gaps between, what is taught in a nursing textbook, the hospital’s policy and procedures, published literature, and the actual practice.

In this essay, we will explore the course goals, which I achieved by completing the course assignments and discussion posts. Therefore, we will discuss the driving forces that promotes a patient safe culture. Also, we will discuss the interdisciplinary team and their contribution has an impact on improving the quality of care delivered to patients. Also, we will discuss evidence-based practice and the importance of the nurse leaders to increase their knowledge in interpreting research and why different approaches may be utilized. Also, we will discuss quality management how it may improve patient care and how it is utilized by the nurse leaders. Also, we will explore healthcare informatics and the impact it has had on the healthcare system.

Teaching patients about their illnesses and how to prevent illness are essential components of patient self-care. However, we now understand that people have individual ways of learning and many factors can influence one’s ability and willingness to learn. As the healthcare professionals continue to explore new ways to improve the quality of healthcare, they must undoubtedly tailor interventions and educations programs to meet patient’s unique needs. Deborah Clayton studied the effectiveness of reducing HF readmissions through patient education activities and the use of critical thinking skills (2012). She endorses that transition of care programs should focus on stimulating self-care, helping patients recognize warning signs, and preventing hospital readmissions. Moreover, she promotes the use of cognitive aids such as handouts to help patients visually identify changes in their condition as well as diaries and logs help patients track symptoms and progress (Clayton, 2012). Finally, she supports the use of teaching techniques that require patients to recall information and perform “teach-backs” because they help ensure that patients fully comprehend information that has been taught (Clayton,

One of the many ways technology is improving PA and nursing is that it makes promoting patient education much easier. Patient education is when health professionals give information about how to alter your lifestyle to stay healthy. The traditional way of doing this was seeing your PA or nurse through doctor appointments, but now through technology there is a much faster and effective way of doing this.

Within the first 40 hours I attended and observed a patient education board meeting. The meeting consisted of nurses, doctors, and the library. The discussions are on how to educate the patients. Each department presents potential patient education material. All materials must be approved by the board and must adhere to a six-grade reading level. I observed the monthly nurses board meeting where the discussion focused on nurse’s research and submission of their work to the new digital repository.

This journal will reflect my summary and understanding of three chapters of assigned readings from the Bastable textbook, Nurse as Educator. The diversity and the increasing numbers of older adults presents a challenge for the health care industry with providing adequate, meaningful and constructive teaching moments for this group. The teaching skills of a nurse are enhanced by the ability to understand the literacy level of the adult patient, the various instructional methods, adapting to different settings and the individualizing of patient teaching material. Information gathered from this journal will help improve the overall capacity of my patient teaching skills.

Nursing professionals help individuals, families, and communities to attain, maintain, or recover optimal health and quality of life. The needs of patient care have evolved together with the healthcare system for a few decades, setting higher standards and delegating more roles for nursing professionals. Nurses, especially those with a bachelor’s degree, should always maintain continued education and teach other healthcare professionals as well. This is to equip them with the tools required to deliver a holistic patient

In their article, Olson et al. are straight forward, clear, and concise, making it easy for nursing students, nurses, and nursing educators [their audience] to understand the content, whereas Pesut’s article is confusing and dense, making it difficult for most nurses [her audience] to understand or see clearly. Simultaneously, Olson et al. are more effective in their article compared to Pesut’s because their rhetoric is persuasive for their intended audience whereas

The use of evidence-based teach-back techniques provides nurses with the necessary tools to assess the patient’s health literacy while confirming effective learning. Educational interventions implementing “teach-back” have proven to be successful in evaluating retention and comprehension of patient education material (Bobay et al., 2015; Kornburger et al., 2013). Teach-back methodology is an evidence-based strategy utilized at the bedside to verify understanding and reinforce important discharge information (Kornburger et al., 2013). Teach-back, also known as the “show me” and “repeat back” technique, is used as a strategy to minimize miscommunication between patient and nurse (National Quality Forum, 2005; White et al., 2012). The National Quality Forum (NQF) has promoted the teach-back method as “one of thirty-four proven safe practices mitigating medication errors and adverse events “(Jager & Wynia, 2012, p.295). Furthermore, the Joint Commission (JC), Institute for Healthcare Improvement (IHI) and the Agency for Healthcare Research and Quality (AHRQ) support the use of teach-back as best practice when completing discharge teaching to ensure positive outcomes (Jager & Wynia, 2012; Kornburger et al., 2013; White et al., 2012). Instituting best practice, as well as communication that is timely, accurate and understood by the patient can reduce adverse events and

Prolonged and chronic ethanol (ETOH) use has devastating effects on the gastrointestinal (GI) tract. ETOH is easily absorbed from the intestine and diffuses quickly throughout the body. The bulk of the ETOH is metabolized in the liver. ETOH abuse produces functional and structural changes in the GI tract, such as in the stomach, small intestine, liver, and pancreas (Geokas, Lieber, French, & Halsted 1981). The National Institute on Alcohol Abuse and Alcoholism website (2005) sites statistics indicating 28,175 deaths in 2005 were a direct result of liver cirrhosis. The website goes on to state, “In 1997, liver cirrhosis was the 10th leading cause

The American Association of Colleges of Nursing (AACN), the Institute of Medicine (IOM), and the Quality and Safety Education for Nurses (QSEN) emerged because of a need for improved nursing education and nursing practice. The AACN continually recommends policies that develop nursing education programs. Subsequently, the AACN promotes exceptional patient care. Similarly, IOM assists healthcare facilities in both the government and private sector by providing evidence-based advice for health decisions (Wujcik, 2012). The IOM works to strengthen BSN curricula and to improve communication between health care team members. Correspondingly, QSEN promotes safety and quality in both nursing education and nursing practice. Even though AACN,